{"id":412,"date":"2016-03-29T20:12:08","date_gmt":"2016-03-29T20:12:08","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/educationalpsychology\/?post_type=chapter&p=412"},"modified":"2016-03-29T20:12:08","modified_gmt":"2016-03-29T20:12:08","slug":"basic-concepts","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-educationalpsychology\/chapter\/basic-concepts\/","title":{"raw":"Basic concepts","rendered":"Basic concepts"},"content":{"raw":"Assessment<\/strong> is an integrated process of gaining information about students\u2019 learning and making value judgments<\/em> about their progress (Linn & Miller, 2005). Information about students\u2019 progress can be obtained from a variety of sources including projects, portfolios, performances, observations, and tests. The information about students\u2019 learning is often assigned specific numbers or grades and this involves measurement<\/strong>. Measurement answers the question, \u201cHow much?\u201d and is used most commonly when the teacher scores a test or product and assigns numbers (e.g. 28 \/30 on the biology test; 90\/100 on the science project). Evaluation<\/strong> is the process of making judgments about the assessment information (Airasian, 2005). These judgments may be about individual students (e.g. should Jacob\u2019s course grade take into account his significant improvement over the grading period?), the assessment method used (e.g. is the multiple choice test a useful way to obtain information about problem solving), or one\u2019s own teaching (e.g. most of the students this year did much better on the essay assignment than last year so my new teaching methods seem effective).\r\n\r\nThe primary focus in this chapter is on assessment for<\/em> learning<\/strong>, where the priority is designing and using assessment strategies to enhance student learning and development. Assessment for learning is often formative assessment<\/strong>, i.e. it takes place during the course of instruction by providing information that teachers can use to revise their teaching and students can use to improve their learning (Black, Harrison, Lee, Marshall & Wiliam, 2004). Formative assessment includes both informal assessment<\/strong> involving spontaneous unsystematic observations of students\u2019 behaviors (e.g. during a question and answer session or while the students are working on an assignment) and formal assessment<\/strong> involving pre-planned, systematic gathering of data. Assessment of<\/em> learning<\/strong> is formal assessment that involves assessing students in order to certify their competence and fulfill accountability mandates. Assessment of learning is typically summative<\/strong>, that is, administered after the instruction is completed (e.g. a final examination in an educational psychology course). Summative assessments provide information about how well students mastered the material, whether students are ready for the next unit, and what grades should be given (Airasian, 2005).\r\n

References<\/h2>\r\n

Airasian, P. W. (2005). Classroom Assessment: Concepts and Applications 3rd ed<\/em>. Boston: McGraw Hill.<\/p>\r\n

Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box.: Assessment for learning in the classroom. Phi Delta Kappan, 86<\/em>(1) 9\u201321.<\/p>\r\n

Linn, R. L., & Miller, M. D. (2005). Measurement and Assessment in Teaching 9th ed<\/em>. Upper Saddle River, NJ: Pearson.<\/p>","rendered":"

Assessment<\/strong> is an integrated process of gaining information about students\u2019 learning and making value judgments<\/em> about their progress (Linn & Miller, 2005). Information about students\u2019 progress can be obtained from a variety of sources including projects, portfolios, performances, observations, and tests. The information about students\u2019 learning is often assigned specific numbers or grades and this involves measurement<\/strong>. Measurement answers the question, \u201cHow much?\u201d and is used most commonly when the teacher scores a test or product and assigns numbers (e.g. 28 \/30 on the biology test; 90\/100 on the science project). Evaluation<\/strong> is the process of making judgments about the assessment information (Airasian, 2005). These judgments may be about individual students (e.g. should Jacob\u2019s course grade take into account his significant improvement over the grading period?), the assessment method used (e.g. is the multiple choice test a useful way to obtain information about problem solving), or one\u2019s own teaching (e.g. most of the students this year did much better on the essay assignment than last year so my new teaching methods seem effective).<\/p>\n

The primary focus in this chapter is on assessment for<\/em> learning<\/strong>, where the priority is designing and using assessment strategies to enhance student learning and development. Assessment for learning is often formative assessment<\/strong>, i.e. it takes place during the course of instruction by providing information that teachers can use to revise their teaching and students can use to improve their learning (Black, Harrison, Lee, Marshall & Wiliam, 2004). Formative assessment includes both informal assessment<\/strong> involving spontaneous unsystematic observations of students\u2019 behaviors (e.g. during a question and answer session or while the students are working on an assignment) and formal assessment<\/strong> involving pre-planned, systematic gathering of data. Assessment of<\/em> learning<\/strong> is formal assessment that involves assessing students in order to certify their competence and fulfill accountability mandates. Assessment of learning is typically summative<\/strong>, that is, administered after the instruction is completed (e.g. a final examination in an educational psychology course). Summative assessments provide information about how well students mastered the material, whether students are ready for the next unit, and what grades should be given (Airasian, 2005).<\/p>\n

References<\/h2>\n

Airasian, P. W. (2005). Classroom Assessment: Concepts and Applications 3rd ed<\/em>. Boston: McGraw Hill.<\/p>\n

Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box.: Assessment for learning in the classroom. Phi Delta Kappan, 86<\/em>(1) 9\u201321.<\/p>\n

Linn, R. L., & Miller, M. D. (2005). Measurement and Assessment in Teaching 9th ed<\/em>. Upper Saddle River, NJ: Pearson.<\/p>\n\n\t\t\t

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